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Facts and skills: archaeology in teacher training

Published online by Cambridge University Press:  02 January 2015

Kate Pretty
Kate Pretty*
Affiliation:
Homerton College, Cambridge CB2 2PH, England
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Abstract

Most archaeologists start with the premise that the more people who know about archaeology the better. When challenged to justify this premise they have a number of responses ranging from the conservative ‘to know more is to understand more’, or the conservational ‘to preserve our heritage’, to the enlightened self-interest of ‘public knowledge or interest means public spending’ and thus the preservation of the archaeologist as well as of the archaeological record. Whatever the justification there is no consensus about how to enable people to know more, let alone a general agreement about what should be known, given that all human activity in the past lies within the scope of archaeological enquiry. There is, however, an assumption that to be effective we should capture the interest of the young and therefore that knowledgeable teachers will produce a knowledgeable future public.

Keywords

BritainhistorycurriculumCambridgeteacher trainingHomerton College
Type
Special section: Archaeology in education
Information
Antiquity , Volume 74 , Issue 283 , March 2000 , pp. 214 - 218
Copyright
Copyright © Antiquity Publications Ltd. 2000

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